The Efficiency of Technological EFL Writing Assignments Delivered through University Blackboard Platform

Abstract

The need for a rapid transition to technology learning due to the COVID-19 pandemic resulted in the implementation of a number of technological educational tools, including the Blackboard platform. During the COVID-19 pandemic, the Kingdom of Saudi Arabia implemented a number of distance learning systems, including the Blackboard Platform, which was implemented at King Abdulaziz University, specifically in the English Language Institute during the pandemic and continues to be in use after face-to-face classes resumed. When a new teaching practice is implemented, it is vital to obtain feedback on the effectiveness of that practice. This quantitative study explores the post-pandemic perspectives of 42 EFL female teachers and 99 female students through data collected through two modified online surveys utilizing a five-point Likert scale; one was conducted on a sample comprised of EFL teachers, the other on EFL foundation year students. SPSS version 24 was used to analyze the data, which is presented through descriptive statistics. Results show that both teachers and students have some positive perceptions of the use of Blackboard for writing tasks, but both also report some challenges. It is recommended that higher education institutions provide targeted training and pedagogical support for both EFL teachers and students to maximise the effective use of Blackboard for writing instruction while addressing the reported challenges.